Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 35 no. 10 (2025)

Lived Experiences of Teachers’ Action in Supporting Special Needs Education (SNED)

Rozel Jaena Basa

Discipline: Education

 

Abstract:

This study explores the lived experiences of teachers in supporting Special Needs Education (SNED) and presents a comprehensive demographic profile of professionals in the field. The findings indicate that 73% of SNED educators are aged 36 and above, highlighting an experienced workforce. Additionally, 66% hold a master’s degree, while 27% possess a doctorate, reflecting a highly educated group. Notably, 60% of the participants have served for 12 years or more, further emphasizing their extensive expertise in special education. These statistics suggest a well-established group of professionals occupying leadership and teaching roles. A key theme emerging from the study is the importance of collaboration between General Education (GenEd) and SNED teachers. Educating students with special needs is a complex endeavor that necessitates teamwork. Respondents emphasize that sharing instructional strategies, resources, and expertise enhances the quality of education and fosters an inclusive learning environment. Effective collaboration ensures that students with special needs receive the necessary academic and social support. Supporting SNED teachers is another critical aspect highlighted in the findings. These educators face unique challenges requiring academic, emotional, and professional backing. Participants stress the importance of providing training, tools, and recognition to enhance teacher effectiveness and job satisfaction. Empathy is a recurring theme, as many educators acknowledge the emotional and intellectual demands of special education, emphasizing the necessity of a supportive work environment. Advocacy and inclusivity are also identified as fundamental components in special education. SNED teachers play an active role in ensuring that students receive the necessary resources, accommodations, and equitable treatment. Their involvement in Individualized Education Program (IEP) meetings, policy discussions, and interdisciplinary collaborations is crucial for fostering inclusivity. Additionally, structured classroom management, individualized learning plans, and continuous professional development are essential in maintaining effective special education practices. The study underscores the need for structured collaboration, professional development, and equitable resource distribution in special education. By prioritizing these efforts, educators can create an inclusive and supportive learning environment that promotes the academic and social success of students with special needs.



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